Hong Kong, China vs Netherlands: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Hong Kong, China
- Netherlands
How they compare
Hong Kong, China currently reports 27.5% against 24.5% in Netherlands, a difference of 3.0%.
That makes Hong Kong, China's figure about 1.1 times Netherlands's.
Across all 6 years both countries report, Hong Kong, China has been ahead every year.
Hong Kong, China ranks 2nd and Netherlands ranks 4th of 53 countries.
Hong Kong, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.8% | 23.7% | 2.1% | Hong Kong, China |
| 2010s | 28.2% | 24.2% | 4.0% | Hong Kong, China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by mathematics proficiency level (%). level, Hong Kong, China or Netherlands?
- Hong Kong, China, at 27.5% against 24.5% in Netherlands as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Hong Kong, China and Netherlands?
- 3.0%, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Netherlands?
- 6 years are reported by both, from 2003 to 2018.
- How do Hong Kong, China and Netherlands rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Hong Kong, China ranks 2nd and Netherlands ranks 4th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by mathematics proficiency level (%). Level 4. Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of 15-year-old female students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/